Tesol Quarterly最新文献_第4页

Teaching English Pronunciation for a Global World Robin Walker and Gemma ArcherOxford: Oxford University Press. 2024. pp. viii+100. ISBN 9780194088985 罗宾-沃克（Robin Walker）和杰玛-阿彻（Gemma Archer）牛津大学出版社：牛津大学出版社。2024. pp.国际标准书号 9780194088985

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-03-13 DOI: 10.1002/tesq.3318

Jingna Li

引用次数: 0

Decolonizing English in Higher Education: Global Englishes and TESOL as Opportunities or Barriers (SI on Global Englishes and TESOL) 高等教育中英语的非殖民化：全球英语和 TESOL 是机遇还是障碍（全球英语和 TESOL SI）

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-03-01 DOI: 10.1002/tesq.3317

Will Baker, Sonia Morán Panero, José Aldemar Álvarez Valencia, Sami Alhasnawi, Yusop Boonsuk, Phuong Le Hoang Ngo, Maritza M. Martínez‐Sánchez, Norbella Miranda, Gloria J. Ronzón‐Montiel

{"title":"Decolonizing English in Higher Education: Global Englishes and TESOL as Opportunities or Barriers (SI on Global Englishes and TESOL)","authors":"Will Baker, Sonia Morán Panero, José Aldemar Álvarez Valencia, Sami Alhasnawi, Yusop Boonsuk, Phuong Le Hoang Ngo, Maritza M. Martínez‐Sánchez, Norbella Miranda, Gloria J. Ronzón‐Montiel","doi":"10.1002/tesq.3317","DOIUrl":"https://doi.org/10.1002/tesq.3317","url":null,"abstract":"English is core to HE (higher education) globally, with both HE and English seen as pathways to success for students. Yet, access to English is unequal and colonial ideologies associate English with Anglophone settings. Much of the research on English in HE has focused on elite institutions and students, while the majority of the world's HE students remain comparatively under‐researched. This paper reports on a mixed‐methods study of TESOL in five linguistically and socioculturally diverse HE settings in Colombia, Mexico, Iraq, Thailand, and Vietnam. The aims were to explore the roles and perceptions of English, TESOL, and other languages in policy and practice, (including multilingualism and Global Englishes) and how these related to processes of dis/empowerment and de/colonialization of HE. We sought to uncover the extent to which TESOL and English allowed or restricted access to opportunities of empowerment for different groups of students on their way to and through HE, and how English intersected with a range of dimensions of potential marginalization or privilege, particularly socioeconomic status, ethnicity, and rurality. We present findings from students through a questionnaire (n = 1820) and interviews with students, teachers, and administrators at each of the sites (n = 150).","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Correction to “Decolonizing Academic Writing Pedagogies for Multilingual Students” 对 "针对多语言学生的非殖民化学术写作教学法 "的更正

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-02-29 DOI: 10.1002/tesq.3315

{"title":"Correction to “Decolonizing Academic Writing Pedagogies for Multilingual Students”","authors":"","doi":"10.1002/tesq.3315","DOIUrl":"https://doi.org/10.1002/tesq.3315","url":null,"abstract":"Canagarajah S. Decolonizing Academic Writing Pedagogies for Multilingual Students. TESOL J. 2024; 58: 280–306. https://doi.org/10.1002/tesq.3231\u0000In the above article, in-text citations ‘Souza Santos (2016)’ and ‘De Souza Santos’ should have been ‘De Sousa Santos (2016)’ and ‘De Sousa Santos’, respectively. The reference should have been:\u0000De Sousa Santos, B. (2016). Epistemologies of the south. New York: Routledge.\u0000‘“Entextualization” is a sociolinguistic term defined as (“the process of coming to textual formedness”—Silverstein, 2019, p. 56)' should have been ‘“Entextualization” is a sociolinguistic term defined as “the process of coming to textual formedness” (Silverstein, 2019, p. 56)'.\u0000‘He observes that the சங்கம் (Sangam) literature, starting to be composed around the second century BCE, was written in palm leaves and stones after oral composition’ should have been ‘He observes that the சங்கம் (Sangam) literature, starting to be composed around the second century BCE, was written on palm leaves and stones after oral composition’.\u0000These have been corrected in the article. We apologize for the errors.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unleashing the Potential of Big Ideas in Language Education: What and How? 在语文教育中释放大思想的潜能：什么和如何做？

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-02-25 DOI: 10.1002/tesq.3314

Rui Yuan, Tiefu Zhang, Qiang Wang

引用次数: 0

Teaching English through a Second Language to Linguistic Minority Students in EFL Contexts: Identifying “Double Subtractive” Education 在 EFL 环境中通过第二语言向语言少数群体学生教授英语：识别 "双重减法 "教育

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-02-25 DOI: 10.1002/tesq.3313

Trang Thi Thuy Nguyen

{"title":"Teaching English through a Second Language to Linguistic Minority Students in EFL Contexts: Identifying “Double Subtractive” Education","authors":"Trang Thi Thuy Nguyen","doi":"10.1002/tesq.3313","DOIUrl":"https://doi.org/10.1002/tesq.3313","url":null,"abstract":"Although English education is a topic of huge concern in TESOL research, the issue of teaching English through a second language to linguistic minority students in EFL contexts is often overlooked. The teaching of English in such a circumstance can be labeled as a form of double subtractive education. This article explores and provides illustrations of double subtractive education in Vietnam. Data were gathered through interviews or conversations with administrators, teachers, and minority students from six suburban secondary schools. Findings suggest that in such an education program, the teachers and students confronted major challenges in teaching and learning English due to cross‐linguistic transition problems in relation to the students' home language, Vietnamese, and English. This form of education, however, seemed to be not only about linguistic issues alone, but also related to political and social factors. The idea of linguistic capital associated with English which suggests that the language is a tool for its learners' social mobility, in addition, may not necessarily be applied to minority students experiencing such an education form. Decolonial approaches to minority education are, therefore, needed to remedy issues with double subtractive education in practice.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139968666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Let's Hear it from Them: An Interview-Based Exploration of Male Teachers' Perceptions of Gender Imbalance in the English Language Teaching Profession 让我们听听他们怎么说：基于访谈的男教师对英语教学行业性别失衡的看法探讨

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-02-21 DOI: 10.1002/tesq.3311

Natalia Wright

引用次数: 0

English Language Teachers' Emotional Vulnerability in the Era of Self-Branding on Social Media 社交媒体自我品牌时代英语教师的情感脆弱性

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-02-21 DOI: 10.1002/tesq.3312

Hassan Nejadghanbar, Juyoung Song, Guangwei Hu

引用次数: 0

Gender and Diversity in EFL Textbook Dialogues: Interactional Structure and Pedagogical Implications EFL 教科书对话中的性别与多样性：互动结构和教学意义

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-02-16 DOI: 10.1002/tesq.3310

Shin-Ying Huang

{"title":"Gender and Diversity in EFL Textbook Dialogues: Interactional Structure and Pedagogical Implications","authors":"Shin-Ying Huang","doi":"10.1002/tesq.3310","DOIUrl":"https://doi.org/10.1002/tesq.3310","url":null,"abstract":"Focusing on English-as-a-foreign-language (EFL) textbook dialogues, this study explores both gender equality and diverse identities from the perspective of interactional competence. The purpose of this study is twofold: first, to examine gender differences in textbook dialogues concerning interactional patterns, and second, to derive pedagogical implications for gender equality and diverse identities in English-language teaching from the findings. This study proposes the initiation-response-follow-up (IRF) model of discourse structure as both an analytical framework and a pedagogical framework for exploring and incorporating interactional competence related to gender and diversity. Findings reveal an overall balance in the interactional patterns between females and males in the textbook dialogues, although major differences were found in relation to particular discourse features in the context of a specific type of dialogue initiation. These findings are discussed in relation to possible classroom strategies for incorporating the IRF discourse structure to inform the teaching of interactional competence and sociolinguistic skills, particularly as relevant to the linguistic dimension of promoting diverse identities.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139925913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

ELF Communication Strategies: A Pedagogical Intervention Pilot Study ELF 沟通策略：教学干预试点研究

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-02-07 DOI: 10.1002/tesq.3309

Marcella Caprario

引用次数: 0

Exploring the Effect of Corpus‐Based Writing Instruction on Learner‐Corpus Interaction in L2 Revision: A Study of Chinese EFL Disciplinary Writers 探索基于语料库的写作教学对学习者-语料库互动在第二语言修改中的影响：对中国 EFL 学科写作者的研究

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-02-01 DOI: 10.1002/tesq.3308

Xixin Qiu

{"title":"Exploring the Effect of Corpus‐Based Writing Instruction on Learner‐Corpus Interaction in L2 Revision: A Study of Chinese EFL Disciplinary Writers","authors":"Xixin Qiu","doi":"10.1002/tesq.3308","DOIUrl":"https://doi.org/10.1002/tesq.3308","url":null,"abstract":"The use of academic corpora in second language (L2) writing pedagogy has gained popularity in recent decades, particularly in genre‐specific contexts for graduate‐level L2 students (Charles, 2007; Lee & Swales, 2006). However, its overall effectiveness is mainly observed within classroom contexts, influenced by various contextual and participant‐related factors (Vyatkina & Boulton, 2017). Moreover, these investigations have predominantly relied on retrospective data useful for understanding learners' perception of corpus‐analysis experiences, but not for how learners strategically integrate corpora into personal toolkits for self‐directed writing tasks. Addressing these gaps, this study tracks five Chinese EFL graduate students' corpus use through a 5‐week concept‐ and corpus‐based tutoring intervention and investigates how they navigated a discipline‐specific corpus alongside other digital resources during post‐intervention self‐directed revisions. By triangulating screen recordings with retrospective data (questionnaires, interviews, draft revisions, and stimulated recalls), the results showed that while participants were generally favorable toward the specialized corpus and its complementary role to personal toolkits, individual problem‐solving patterns in revision revealed less overall reliance on the corpus and its effectiveness primarily in addressing known linguistic problems. Implications for a relational understanding of digital tools support and the integration of other pedagogical activities in L2 writing instruction are discussed.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139886062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0